Teaching

Educators’ Guide for Last Gate of the Emperor by Kwame Mbalia and Prince Joel Makonnen

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Last Gate of the Emperor
Authors: Kwame Mbalia & Prince Joel Makonnen
Published: May 4th, 2021 by Scholastic Press

Summary: An Afrofuturist adventure about a mythical Ethiopian empire. Sci-fi and fantasy combine in this journey to the stars.

Yared Heywat lives an isolated life in Addis Prime — a hardscrabble city with rundown tech, lots of rules, and not much to do. His worrywart Uncle Moti and bionic lioness Besa are his only family… and his only friends.

Often in trouble for his thrill-seeking antics and smart mouth, those same qualities make Yared a star player of the underground augmented reality game, The Hunt for Kaleb’s Obelisk. But when a change in the game rules prompts Yared to log in with his real name, it triggers an attack that rocks the city. In the chaos, Uncle Moti disappears.

Suddenly, all the stories Yared’s uncle told him as a young boy are coming to life, of kingdoms in the sky and city-razing monsters. And somehow Yared is at the center of them.

Together with Besa and the Ibis — a game rival turned reluctant ally — Yared must search for his uncle… and answers to his place in a forgotten, galaxy-spanning war.

Teachers’ Tools for Navigation and Discussion Questions: 

Please view and enjoy the educators’ guide I created for Last Gate of the Emperor:

You can also access the educators’ guide here.

Recommended For: 

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Educators’ Guide for The Rumor Game by Dhonielle Clayton & Sona Charaipotra

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The Rumor Game
Author: Dhonielle Clayton & Sona Charaipotra
Published: March 1st, 2022 by Disney

Summary: All it takes is one spark to start a blaze.

At Foxham Prep, a posh private school for the children of DC’s elite, a single rumor has the power to ruin a life.

Nobody knows that better than Bryn. She used to have it all—the perfect boyfriend, a bright future in politics, and even popularity, thanks to her best friend, cheer captain Cora. Then one mistake sparked a scandal that burned it all to the ground.

Now it’s the start of a new school year and the spotlight has shifted: It’s geeky Georgie, newly hot after a summer makeover, whose name is on everyone’s lips. When a rumor ignites, Georgie rockets up the school’s social hierarchy, pitting her and Cora against each other. It grants her Foxham stardom . . . but it also makes her a target.

As the rumors grow and morph, blazing like wildfire through the school’s social media, all three girls’ lives begin to unravel. But one person close to the drama has the power to stop the gossip in its tracks. The question is—do they even want to?

From Dhonielle Clayton and Sona Charaipotra, authors of the Tiny Pretty Things duology (now a Netflix series), comes the edge-of-your-seat social thriller everyone will be talking about.

Teachers’ Tools for Navigation and Discussion Questions: 

Please view and enjoy the educators’ guide I created for Cake Creative Kitchen:

You can also access the educators’ guide here.

You can learn more about The Rumor Game on Cake Creative’s Library page.

Recommended For: 

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Author Guest Post: “Teaching the Next Generation about September 11th” by Jacqueline Jules, Author of Smoke at the Pentagon: Poems to Remember

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“Teaching the Next Generation about September 11th”

“What happened at the Pentagon?” one of my students asked me. “Why are they ringing that bell?”

It was September 11, 2008, seven years after the 9/11 attacks. I was an elementary school librarian in Northern Virginia. A select group of students, chosen to be my library helpers, had just walked into the library. They gathered around me, watching a wall-mounted television in the center of the room. I had turned it on earlier that morning so the staff could watch the dedication of the Pentagon Memorial on C-Span.

“Why are they reading names?” another student asked. “Did people die?”

I won’t forget the upturned faces, focused on the television screen that morning. All six of my library helpers stood silently, watching a man in a white Navy suit, wearing white gloves, pull the cord on a large golden bell. Another man read names from a podium on an outdoor stage. The solemnity of the dedication ceremony was very clear to my students. Yet they were baffled by the reason for it. I was surprised.

As residents of Northern Virginia, these students were certainly familiar with the Pentagon. Like me, they’d seen the huge five-sided building with its enormous parking lot on their way to the airport or a nearby mall. But not one of the six children in front of me knew that the Pentagon had been attacked on September 11, 2001.

I shouldn’t have been shocked. These students were only four years old in 2001 and unlikely to remember much. Not all of them had even lived in Virginia at the time of the Pentagon attack. Why should they know what happened?

A good question. As a teacher, it was something I thought about a lot. Should 9/11 be a part of our curriculum? Can we understand our present society better when we have knowledge of past events?

Today’s students may not be aware of the drastic changes in airport security since 9/11. Even more importantly, they may not be aware of the way Americans came together to help each other and rebuild after 9/11. Knowing that Americans overcame tough circumstances in the past can give students the courage to face future challenges if they arise. The history of 9/11 can demonstrate the resilience of American society. The Pentagon was rebuilt within a year. It’s a story of perseverance our students should be aware of.

My collection of narrative poems, Smoke at the Pentagon: Poems to Remember, portrays the reactions of young people who experienced September 11th  in Northern Virginia where the Pentagon is located. Kelvin, age 5, is on the swings at recess when he is frightened by a loud sound. Emily, age 13, describes her feelings as she watches her teacher holding on to his desk, visibly shaken by the news he shares with the class. Cyrus, age 10, waits for his father, a fireman responding to the Pentagon attack. Tyra, age 14, watches rubble cleared from the Pentagon while riding the bus to school.

The twenty poems in Smoke at the Pentagon: Poems to Remember could be performed as a Reader’s Theater. If the class has more than twenty students, the introduction can be divided up into extra speaking parts. Role-playing the different characters can help students understand and discuss many perspectives. Other teaching ideas for Smoke at the Pentagon: Poems to Remember can be found in the Teacher’s Guide posted on my website and at the Bushel & Peck website.

I hope you will consider discussing September 11, 2001 in your classrooms and at home. We are approaching the 22nd anniversary of the event. Today’s children will have no knowledge of this history if educators and other adults don’t introduce it.

Published August 1st, 2023 by Bushel & Peck

About the Book: A moving book of poems to remember 9/11 at the Pentagon.

On September 11, 2001, American Airlines Flight 77 crashed into the Pentagon in Arlington, Virginia. One hundred and eighty-four innocent people were killed. The event occurred at 9:37 a.m. and was part of a coordinated terrorist attack against the United States involving four hijacked flights.

Author Jacqueline Jules, who was a school librarian living in Arlington, Virginia on 9/11, tells the story of that day through a tapestry of poems. These poems tell the stories of young people from all aspects of the Arlington and Pentagon communities and are composites drawn from personal experiences with students and friends residing in Northern Virginia at the time of the attack.

September 11th changed childhoods. Anyone old enough to remember that day will never forget, but today’s children need to be told the story.

Download the Teacher’s Guide: http://jacquelinejules.com/images/Teacher’sGuideSMOKE%20AT%20THE%20PENTAGON.pdf

⭐”A powerful, humanistic look at the aftermath of a national tragedy, and an important purchase for modern collections.”―School Library Journal

About the Author: Jacqueline Jules is the award-winning author of over fifty books for young readers, including the Zapato Power series, the Sofia Martinez series, Unite or Die: How Thirteen Became a Nation, My Name is Hamburger, The Porridge-Pot Goblin, and Tag Your Dreams: Poems of Play and Persistence. A retired elementary school librarian and teacher, she has created numerous resources for her website, available to educators for free download. Please visit www.jacquelinejules.com.

Thank you, Jacqueline, for reminding us to teach about this life-changing day!

How Color Code Behavior Charts Almost Ruined My Son’s Love of School and Much More

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I’ve been wanting to write this post for a long time, but it is hard to talk about. I still get very emotional about it. But after 4 years, I am ready to share, and I am purposefully posting it right at the start of the school year.

This story takes place when Trent entered Kindergarten.

Trent has been in daycare then preschool and then public school since he was 5 months old. He had always loved school. It was never a fight to get him there. His love of learning, of socializing, of playing, of books–it was all so wonderful to witness. Throughout his first 5 years in school, there had been incidences here and there, as with any kid, but overall I was told he was a pleasure to have in class, he excelled at his work, and he was truly loved by so many teachers.

Then we entered kindergarten. He was so excited. I still have pictures that pop up yearly of him with his huge backpack, our family photo on day one, and the photo with his teacher. Just so filled with joy.

But over just a few weeks, I watched that wash away.

I had learned at his meet the teacher that his new teacher used a color coding behavior chart. We’d never had one in one of Trent’s classes before, and I knew about some negative opinions about them, but I was optimistic because I had to be. Also, as an educator, I understood to some extent needing to give visuals to students about their behavior and to keep track of warnings.

As the school year began, though, my optimism fell away. At first, it was just yellow or red dots coming home in his planner with small notes from his teacher. I emailed her to get more info, and we emailed back and forth about how to help Trent.

But then Trent’s demeanor changed. He tried to hide his planner from me, he stopped wanting to go to school, and he started to call himself a bad kid. It happened so quickly. My sweet boy who loved school now was wanting to avoid it as much as he could. There were so many tears.

Through communication with the teacher, I learned that students could earn their way back up; however, with the focus on negative behavior, Trent, I believe, was giving up. He told me he was bad so he was red. When I asked him what he thought he could do to move up, he said that he tried but that he was a bad kid.

Through talking with Trent, I learned that the kids very much paid attention to who was where. When he wasn’t red, he’d make sure to tell me who was the bad kid that day. That is always how my little 5-year-old put it: the bad kid. No wonder he viewed himself that way, that is how they all viewed students who were on red.

Eventually, I realized that this system was public shaming. It was not helping the situation at all; it was embarrassing and setting kids up for failure. I mean, would we want our boss to let everyone know how we were doing every day?! No!

I cannot put into words what this transformation of Trent, in just a few weeks, did to our household. The whole climate of the house changed, Trent’s whole demeanor changed, and we were helpless because this emotional beat down was happening at school where we weren’t.

I emailed his teacher a lot. I asked a lot of questions. I advocated for my son. But she wouldn’t budge. I think she, too, after only 3 weeks, only saw my son as a bad kid, all because of silliness, some impulse control issues, and his tendency to question.

Thankfully, without any warning, Trent was moved to another class where the culture was completely different. The teacher never talked to me about the why, which was a whole other problem, but I am so thankful the move happened. After moving, it took another few weeks for the toxicity to wash away, but Trent returned to himself and blew kindergarten out of the water and is still rocking school to this day!

But what about the kids who were in that room all year who found themselves on red? Did they enter 1st grade already knowing they were a “bad kid,” so they knew they needn’t not even try?? How does this affect the mental health and longevity of schooling????

This is one way educators can ruin kids. Can we PLEASE realize this practice is more hurtful than anything and move away from it? Because how many kids out there are being hurt the way Trent was but for an entire year????

So, what can be done instead? Get to know your students, don’t ever publicly shame them, use your team of support at your school (the guidance counselor, school psychologist, etc.), and focus on positivity in the classroom. These little change could change everything.

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Educators’ Guide for Symptoms of a Heartbreak by Sona Charaipotra

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Symptoms of a Heartbreak
Author: Sona Charaipotra
Published: July 2nd, 2019 by Imprint

Summary: The youngest doctor in America, an Indian-American teen makes her rounds―and falls head over heels―in the contemporary romantic comedy Symptoms of a Heartbreak.

Fresh from med school, sixteen-year-old medical prodigy Saira arrives for her first day at her new job: treating children with cancer. She’s always had to balance family and friendships with her celebrity as the Girl Genius―but she’s never had to prove herself to skeptical adult co-workers while adjusting to real life-and-death stakes. And working in the same hospital as her mother certainly isn’t making things any easier.

But life gets complicated when Saira finds herself falling in love with a patient: a cute teen boy who’s been diagnosed with cancer. And when she risks her brand new career to try to improve his chances, it could cost her everything.

It turns out “heartbreak” is the one thing she still doesn’t know how to treat.

In her solo debut, Sona Charaipotra brings us a compelling #ownvoices protagonist who’s not afraid to chase what she wants. Symptoms of a Heartbreak goes from romantic comedy highs to tearjerker lows and is the ultimate cure-all for young adult readers needing an infusion of something heartfelt.

Tools for Navigation and Discussion Questions: 

Please view and enjoy the educators’ guide I created for Symptoms of a Heartbreak:

You can also access the educators’ guide here.

Recommended For: 

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Educators’ Guide for A Match Made in Mehendi by Nandini Bajpai

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A Match Made in Mehendi
Author: Nandini Bajpai
Published: September 10th, 2019 by Little, Brown Books for Young Readers

Summary: Fifteen-year-old Simran “Simi” Sangha comes from a long line of Indian vichole-matchmakers-with a rich history for helping parents find good matches for their grown children. When Simi accidentally sets up her cousin and a soon-to-be lawyer, her family is thrilled that she has the “gift.”

But Simi is an artist, and she doesn’t want to have anything to do with relationships, helicopter parents, and family drama. That is, until she realizes this might be just the thing to improve her and her best friend Noah’s social status. Armed with her family’s ancient guide to finding love, Simi starts a matchmaking service-via an app, of course.

But when she helps connect a wallflower of a girl with the star of the boys’ soccer team, she turns the high school hierarchy topsy-turvy, soon making herself public enemy number one.

Teachers’ Tools for Navigation and Discussion Questions: 

Please view and enjoy the educators’ guide I created for Cake Creative Kitchen:

You can also access the educators’ guide here.

You can learn more about A Match Made in Mehendi by visiting Cake Creative Kitchen’s Library.

Recommended For: 

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Author Guest Post: “Big Ideas: Ways of Making Abstract Concepts More Tangible for Students” by Laura Wippell, Author of Feeling Hopeful

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“Big Ideas: Ways of Making Abstract Concepts More Tangible for Students”

One of my favourite things about picture books is their ability to communicate BIG IDEAS, BIG EMOTIONS and BIG ISSUES on their relatively small pages.

In an age of book bans it’s extremely encouraging to see authors continuing to tackle these big subjects within picture books, but is it something we are doing enough of in our classrooms?

I’m an Australian teacher who has been teaching English to students in Chile for almost a decade.  It can be challenging to explore BIG ideas with my ESL primary school students, who often need extra support when it comes to vocabulary or finding ways to describe these non-tangible concepts.  So, what I try to do is find ways to help them visualise these abstract concepts, or make them more tangible.

Here are three examples of how I’ve done that:

  • Show, don’t tell

When it comes to ESL classes, students have sometimes shown anxiety when I introduce a new concept, because while they might know what it is, they haven’t heard the term before in English, and it sounds big and scary.  When starting a new unit, I’ve learned that it’s best to retain a bit of mystery, and rather than telling students what our new unit will be about, I use inquiry activities such as the Question Formulation Technique, or Project Zero’s Thinking Routines from Harvard.  One example is their Name, Describe, Act activity.

Here’s how I’ve adapted that activity for my class:

I wanted to talk about fear as an emotion (a fairly abstract concept), so I displayed an emoji on the board and the students had to try to name it, describe it, and explain what sort of actions that emoji might produce.

The great thing about inquiry activities is that the students’ answers can give you a good indication about their prior knowledge on the subject, and how much support you might need to give them in the upcoming classes.

  • Food is a love language!

I’ve come across quite a few language and cultural barriers since living in Chile, but one sure way of breaking them down is through food.  Gosh, Chile has some incredible food!  From its soft, spongy marraqueta bread, to its creamy ‘manjar’ or ‘dulce de leche’ as it’s often referred to in other countries, to its colourful rainbow of seasonal berries and fruits, there’s something here for every appetite.  Food is a fantastic way to find common ground when meeting someone new, both in and out of the classroom.

Since food is so universal, I find it to be a great tool for making connections to more abstract ideas or concepts with students.  When I tutored students one-on-one, I was able to bring a few snacks for us to smell and nibble on and then compare each snack to something abstract, like an emotion or even a character from a book.

If the visual aspect of food wasn’t enough for them to make connections, the students could use their sense of touch, smell and taste to make surprising connections to those intangible concepts.  I once heard that watermelon was chosen to represent fear, because of all of those scary dark seeds that are hidden within.  Who would have thought?

For bigger classes at school where food sharing can sometimes be tricky or not allowed, you can always show high resolution pictures or videos.  The Hiho Kids channel on YouTube has a lot of cute videos of children trying food from around the world.

  • Differentiation is key

If food isn’t your thing, you might like to get your students to choose how they would like to describe a concept in a more tangible way.

For example, if you are exploring ‘fear’, they could choose between one of the following options:

  • If they had to write a letter to their fear, what would they say to it? Here you can always use vocabulary lists for extra support.
  • How would they represent fear in a dance? What music genre would they dance to?
  • What about a meme? If they had to sum up what their fear looks like in one meme or gif, what would it be?
  • How would they draw their fear? What does fear look like to them?

If you’re wondering why I’ve used fear as an example in my activities, it’s because it’s something that I feel we need to talk more about.  As teachers we often have a lot of social-emotional check-ins with our students about how they are feeling, but sometimes we need to dig deeper and look at their current fears in order to understand why someone might be feeling a certain way.

Fear can be tough to explore, so I wrote a picture book about it.

Published

About the Book: In my picture book, Feeling Hopeful, Hope takes on the form of a happy, somersaulting dragon, who is hunting Fear.  Fear appears as a creature that likes to climb on children so they feel its full weight and presence.  Don’t worry though, there is a happy ending!

Far above the world, Hope the dragon somersaults through the sky, protecting those below.  But he encounters a formidable opponent in Fear.  Fear proves no match for Hope, until he meets a curious character, The Reader.  And it’s inside The Reader’s vast library that Hope finds what he’s looking for, plus much more…

This lyrical story has an uplifting SEL message and contains themes of hope, fear, the importance of reading and friendship.  While this book is marketed at a younger audience of up to six years old, I’ve used it with students up to 11 years old, and all of them have been able to make surprising, honest and beautiful connections.

That’s the beauty of working with BIG ideas, emotions and issues – they really have no age limit.

You can find a free teaching resource for Feeling Hopeful on my website at https://www.laurawippell.com/resources, which contains activities aimed at helping students visualise hope and fear.  Please feel free to reach out with comments or questions via my contact page.

About the Author: Laura is a children’s author.  In 2022, she won the Bee Ethicool author contest, which received over five thousand entries.  Laura’s debut picture book, Feeling Hopeful, is out now with Ethicool Books.  As an Australian living in Chile, Laura loves writing imaginative children’s books that make you feel local, and think global.  Laura has a background in Education, and is passionate about sharing her books with children and educators around the world.  Visit her at https://www.laurawippell.com/

Thank you, Laura, for these activities for the classroom!